Language Arts Pacing Guide Grade 5



Language Arts Pacing Guide Grade 5

To successfully complete fifth grade the learner will

CORE STANDARD 1: WORD RECOGNITION, FLUENCY, AND VOCABULARY DEVELOPMENT

• Use context clues, knowledge of root words, and word parts, and dictionaries and glossaries to analyze the meaning of complex words.

• Explain the meaning and significance of words used in similes and metaphors.

• Read aloud grade level appropriate literary and informational text with appropriate timing and expression.

Essential Question:

• What strategies do good readers use to understand words and word relationships to successfully read grade level appropriate text?

|5.1.1 Read aloud grade-level-appropriate narrative text and expository text fluently and accurately, with appropriate timing, changes in voice, and expression |

|5.1.4 Know less common roots (graph = writing, logos = the study of) and word parts (auto = self, bio = life) from Greek and Latin and use this knowledge to analyze the meaning of complex words |

|(autograph, autobiography, biography, biology). |

|5.1.5 Understand and explain the figurative use of words in similes (comparisons that use like or as: The stars were like a million diamonds in the sky.) and metaphors (implied comparisons: The stars |

|were brilliant diamonds in the night sky.). |

|5.1.6 Understand unknown words by using word, sentence, and paragraph clues to determine meaning. |

| |

|LEARNING TARGETS |

|Concepts: Need to Know |Skills: Be Able to Do |

|(Declarative Knowledge) |(Procedural Knowledge) |

|5.1.1 |5.1.1 |

|Accurate reading ,fluent reading, timing, changes in voice, and expression |Accurately read grade level text: |

| |(Total number of words read correct divided by Total words read (correct or corrected + uncorrected |

| |errors)). |

| |Interpretation: 99% Correct: Independent Level Reading 95% Correct: Instructional Level Reading, 90% |

| |Correct: Frustration Level Reading. |

| |Fall 80-120 words per minute |

| |Winter 100-140 words per minute, |

| |Spring 110 150 words per minute. |

| | |

|5.1.4 |5.1.4 |

|Greek and Latin roots and word parts, prefixes, suffixes |Analyze the meanings of complex words |

| |Apply common roots, Greek and Latin word parts, prefixes and suffixes |

| |Hypothesize the meaning of an unknown word based on known root words |

| | |

| |5.1.5 |

| |Explain figurative use of words |

| |Create similes and metaphors |

|5.1.5 |Explain and use implied comparisons |

|Similes, metaphors, imagery, and symbolism | |

| |5.1.6 |

| |Analyze word meaning using context clues |

| | |

|5.1.6 | |

|Context clues and prior knowledge | |

|Key Vocabulary |

|Symbolism |

CORE STANDARD 2: INFORMATIONAL TEXT: STRUCTURE, COMPREHENSION, AND ANALYSIS

• Use and explain features and organization of informational text (e.g. diagrams, charts, graphs, maps, sidebars, timelines, chapter headings, cause/effect patterns) to aid in understanding the main idea and supporting points of text.

Essential Question:

• How do good readers use text features and organizational tools to understand the main idea and supporting points of nonfiction and informational text?

|5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. |

|5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas. |

|5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. |

|5.2.5 Distinguish among facts, supported inferences, evidence, and opinions in text. |

|LEARNING TARGETS |

|Content: Need to Know |Skills: Be Able to Do |

|(Declarative Knowledge) |(Procedural Knowledge) |

|5.2.1 |5.2.1 |

|Text features |Explain text features used in comprehension of text |

|Text organization |Explain text organization used in comprehension of text |

| | |

|5.2.3 |5.2.3 |

|Main idea |Interpret and apply information gained from features of informational texts: graphics, diagrams, |

|Supporting details |illustrations, charts, maps to identify and summarize information. |

| | |

|5.2.4 |5.2.4 |

|Prior knowledge |Make inferences |

|Textual evidence |Draw conclusions |

| |Form generalizations |

| |5.2.5 |

|5.2.5 |Differentiate between factual information and opinions presented in text |

|Facts, supported inferences, evidence, and opinions in text | |

| | |

|Key Vocabulary |

|Inferences Side bars |

CORE STANDARD 3: LITERACY TEXT: COMPREHENSION AND ANALYSIS

• Explain how story elements (conflicts, character traits and actions, setting, plot, main idea, and theme) contribute to the meaning and understanding of the text and author’s purpose.

Essential Question:

• How do good readers use story elements to understand what they are reading?

|5.3.3 Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme. |

|5.3.2 Identify the main problem or conflict of the plot and explain how it is resolved |

|5.3.4 Understand that theme refers to the central idea of a meaning of a selection and recognize themes, whether they are implied or stated directly. |

|5.3.7 Evaluate the author’s use of various techniques to influence readers’ perspectives. |

|5.3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose. |

|LEARNING TARGETS |

|Concepts: Need to Know |Skills: Be Able to Do |

|(Declarative Knowledge) |(Procedural Knowledge) |

|5.3.1 |5.3.1 |

|Characteristics of: |Cite evidence from text to justify or determine author’s use of a particular literary form. |

|poetry, drama, fiction and nonfiction | |

| |5.3.2 |

| |Explain how conflict is created and resolved within a work of fiction |

|5.3.2 | |

|Conflict and resolution of plot | |

| |5.3.3 |

| |Compare and contrast character actions and how they impact plot/theme. |

| |Explain how character differences create conflict, and how character actions lead to resolution. |

|5.3.3 | |

|Character traits, actions and motives | |

|Plot | |

|Theme |5.3.4 |

| |Recognize differences between stated and implied theme. |

| |Develop a logical argument stating the theme or central idea based on context clues and character |

| |actions. |

|5.3.4 | |

|Theme |5.3.7 |

| |Relate specific author’s techniques to show how they influence reader’s perspective. |

| | |

| | |

|5.3.7 | |

|Author’s techniques | |

|Reader’s perspective | |

| | |

|Key Vocabulary |

|Motive Symbolism Implied Imagery |

CORE STANDARD 4: WRITING: INFORMATIONAL, RESEARCH, AND PERSUASIVE TEXTS

• Use a notebook of ideas and graphic organizers to develop questions for research and writing.

• Choose and develop the most appropriate organizational structure and language for the purpose and audience.

• Use reading and note-taking skills to find and summarize relevant information from sources

• to be cited.

• Write pieces with multiple paragraphs that have a topic sentence and supporting evidence

• leading to logical conclusions.

• Revise writing, improving clarity and organization.

Essential Question:

• How do good writers use tools and skills to write informational pieces proficiently at grade level?

|5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas. |

|5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. |

|5.2.5 Distinguish among facts, supported inferences, evidence, and opinions in text. |

|5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. |

|5.4.5 Use note taking skills when completing research for writing. |

|5.4.3 Write informational pieces with multiple paragraphs that: |

|Present important ideas or events in chronological order |

|Provide details and transitions to link paragraphs |

|Offer a concluding paragraph that summarizes important ideas and details |

|5.4.11 Use common organizational structures for providing information in writing, such as chronological order, cause and effect, or similarity and difference, and posing and answering a question. |

|5.5.2 Write responses to literature that: |

|Demonstrate an understanding of a literary work |

|Support statements with evidence from the text |

|Develop interpretations that exhibit careful reading and understanding |

|5.5.3 Write or deliver a research report that has been developed using a systematic research project and that: |

|Uses information from a variety of sources and document sources |

|Demonstrates that information has been gathered and summarized |

|Organizes information by categorizing and sequencing |

|5.5.4 Write persuasive letters or compositions: |

|That state a clear position in support of a proposal |

|Support a position with relevant evidence and effective emotional appeals. |

|Follow a simple organizational pattern, with the most appealing statements first and the least powerful one last. |

|Address reader concerns. |

|5.4.8 Review, evaluate, and revise writing for meaning and clarity. |

|5.4.9 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors. |

|5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences. |

|NOTE: These are not a core indicator for Core Standard 4, although it supports Core Standard 4. |

|LEARNING TARGETS |

|Concepts: Need to Know |Skills: Be Able to Do |

|(Declarative Knowledge) |(Procedural Knowledge) |

| | |

|5.2.3 |5.2.3 |

|Main idea |Interpret and apply information gained from features of informational texts: graphics, diagrams, |

|Supporting details |illustrations, charts, maps to identify and summarize information. |

| | |

| |5.2.4 |

|5.2.4 |Make inferences |

| |Draw conclusions |

|Prior knowledge |Form generalizations |

|Textual evidence | |

| |5.2.5 |

|5.2.5 |Differentiate between factual information and opinions presented in text |

| | |

|Facts, supported inferences, evidence, and opinions in text |5.4.1 |

| |Use graphic organizers and a list or notebook of ideas to plan writing, using prior knowledge and |

|5.4.1 |personal experiences. |

|Graphic Organizers | |

|Prior Knowledge |5.4.3 |

| |Write pieces that provide a well-developed structure and/or sequence of events that fit the |

|5.4.3 |purpose/audience and incorporate research, ideas, observations, prior knowledge, and personal |

|Chronological Order |experiences. |

|Transitions | |

|Details | |

|Conclusions | |

|Summaries |5.4.5 |

| |Use reading and note-taking skills to find and summarize relevant information from sources to be |

|5.4.5 |cited. |

|Relevant information | |

| |5.4.11 |

| |Use common organizational structures in writing such as chronological order, cause and effect, |

|5.4.11 |similarity and differences, and posing and answering questions. |

|Chronological order | |

|Cause/Effect |5.5.2 |

|Similarity/Difference |Develop interpretations that exhibit careful reading and understanding by providing supporting |

| |evidence from the text. |

|5.5.2 | |

|Supporting details | |

|Comprehension strategies |5.5.3 |

| |Use notetaking from a variety of sources |

| |Document sources |

|5.5.3 |Summarize relevant text |

|Systematic research project |Organize information by categorizing, sequencing, and outlining |

|Expository text features | |

| |5.5.4 |

| |Select and organize arguments and details, as well as predict readers concerns, to support topics in |

| |persuasive writing. |

|5.5.4 | |

|Persuasive techniques | |

|Key Vocabulary |

| |

|Citations |

|Bibliographic references |

CORE STANDARD 5: WRITING: LITERARY TEXT

• Use graphic organizers and a list or notebook of ideas to plan writing.

• Write narratives that contain a beginning, middle and end (e.g., a main conflict and resolution) using descriptive details and action.

• Write informational, persuasive, and descriptive texts that are clear and concise.

• Revise writing for clarity, organization and meaning.

Essential Question:

• How do good writers make their writing interesting and understandable for the reader?

|5.3.2 Identify the main problem or conflict of the plot and explain how it is resolved |

|5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. |

|5.4.2 Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. |

|5.5.1 Write narratives that: |

|establish a plot, point of view, setting, and conflict. |

|show, rather than tell, the events of the story. |

|5.5.5 Use varied word choices to make writing interesting. |

|5.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate. |

|5.4.8 Review, evaluate, and revise writing for meaning and clarity. |

|5.4.9 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors. |

|5.4.10 Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences. |

|Note: This is not a Core Indicator at grade 5, but is an MCAS Ongoing Standard. |

|LEARNING TARGETS |

|Content: Need to Know |Skills: Be Able to Do |

|(Declarative Knowledge) |(Procedural Knowledge) |

|5.3.2 |5.3.2 |

|Conflict |Write narratives that develop a main conflict and pose a resolution, using descriptive details and |

|Resolution |action |

|Plot | |

|5.4.1 |5.4.1 |

|Graphic Organizers |Use graphic organizers and a list or notebook of ideas to plan writing, using prior knowledge and |

|Prior Knowledge |personal experiences. |

| | |

|5.4.2, 5.5.1 |5.4.2, 5.5.1 |

|Plot |Write narratives that develop a main conflict and pose a resolution, using descriptive details and |

|Setting |action |

|Conclusion | |

| | |

|5.4.8, 5.4.9, 5.4.10 |5.4.8 , 5.4.9, 5.4.10 |

| | |

|Revision techniques |Evaluate writing (own and others) to identify possible revisions in order to improve ideas and |

|Clarity |details, word choice, clarity, meaning, and organization. (Editor’s checklist and rubric) |

| | |

| |Revise writing to improve ideas and details, word choice, clarity, meaning, and organization. |

| | |

| |5.5.5 |

| |Select interesting words (synonyms, strong verbs, adjectives, alliteration, etc) to vary word choice.|

|5.5.5 | |

|Figurative language | |

|Synonyms | |

|Antonyms |5.5.6 |

|Strong verbs and adjectives |Explain genre choices and how it is appropriate for the selected audience. |

| |Support decisions made in writing and how those choices may affect the reader. |

|5.5.6 | |

|Tone and style | |

|Audience | |

|Writing genres | |

| | |

| | |

|Key Vocabulary |

|Point of View |

|Compositions |

CORE STANDARD 6: ENGLISH LANGUAGE CONVENTIONS

• Know and use words that connect ideas within sentences (e.g., however, therefore, and, but, or).

• Write and edit sentences so that the parts (e.g., phrases and clauses, modifiers) are clear and correct.

Essential Question:

• How do good writers use standard language conventions to help the audience understand their writing?

|5.6.8 Use simple sentences and compound sentences in writing |

|Learning Target |

|Distinguish between dependent and independent clauses by using rules of sentence structure. |

|Use punctuation clues as indicators for identifying types of clauses. |

|Distinguish between characteristics of fluent sentence structure, and sentences containing run-ons and fragments. |

|Construct a variety of sentences using simple and compound sentence structure. |

|5.6.4 Identify and correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its) |

|5.6.2 Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas. |

|5.6.1 Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), |

|and subordinate clauses (clauses attached to the main clause in a sentence). |

|5.6.6 Use correct capitalization. |

|5.6.6 is not a core indicator although it supports a core standard. |

|5.6.7 Spell roots or bases of words, prefixes, suffixes, contractions and syllable constructions correctly. |

|5.6.7 is not a core indicator although it supports a core standard. |

|LEARNING TARGETS |

|Concepts: Need to Know |Skills: Be Able to Do |

|(Declarative Knowledge) |(Procedural Knowledge) |

|5.6.1 |5.6.1 |

|Prepositional phrases |Differentiate between independent and dependent clauses using rules of sentence structure. |

|Appositives |Label prepositional phrases within sentences. |

|Main clauses |Create appositives to rename the item being described. (subject/object) |

|Subordinate clauses |Construct sentences in stories using prepositional phrases and clauses that add variety and |

| |description. |

|5.6.2 |5.6.2 |

|Transitions |Recognize transitions and dependent clauses within story writing. |

|Conjunctions |Use transitional phrases to improve writing fluency. |

| | |

|5.6.4 |5.6.4 |

|Modifiers |Recognize adjectives and adverbs, and apply within story writing. |

|Pronouns |Correctly recognize and rename nouns with appropriate pronoun(s). |

| |Categorize parts of speech within sentences. |

| | |

|5.6.8 |5.6.8 |

|Simple and compound sentences |Determine the effect of using simple and compound sentences in writing. |

| | |

| | |

| | |

|Key Vocabulary |

|Main Clause • Present participle, past participle |

|Subordinate clause • Modifier |

|Transitions • Colon |

CORE STANDARD 7: LISTENING AND SPEAKING

• Deliver narrative, descriptive, and informational presentations that contain a focus, a structure appropriate to the purpose, and supporting details or evidence.

• Use gestures and phrasing to emphasize main points and enhance meaning.

• Ask relevant questions that extend ideas and seek new information.

Essential Question:

• How does listening clearly and speaking clearly help one learn and communicate with others?

|5.7.1 Ask questions that seek information not already discussed. |

|5.7.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives. |

|5.7.3 Make inferences or draw conclusions based on an oral report. |

|5.7.4 Select a focus, organizational structure, and point of view for an oral presentation. |

|5.7.5 Clarify and support spoken ideas with evidence and examples. |

|5.7.4 Use volume, phrasing, timing, and gestures appropriately to enhance meaning. |

|5.7.13 Emphasize points in ways that help the listener or viewer follow important ideas and concepts. |

|5.7.9 Deliver narrative (story) presentations that: |

|Establish a situation, plot, point of view, and setting with descriptive words and phrases. |

|Show, rather than tell, the listener what happens. |

|5.7.15 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. |

|5.7.10 Deliver informative presentations about an important idea, issue, or event by the following means: |

|Frame questions to direct the investigation. |

|Establish a controlling idea or topic. |

|Develop the topic with simple facts, details, examples, and explanations. |

|5.7.11 Deliver oral responses to literature that: |

|Summarize important events and details. |

|Demonstrate an understanding of several ideas or images communicated by the literary work. |

|Use examples from the work to support conclusions. |

|LEARNING TARGETS |

|Concepts: Need to Know |Skills: Be Able to Do |

|(Declarative Knowledge) |(Procedural Knowledge) |

|5.7.1, 5.7.2, 5.7.3 |5.7.1,5.7.2,5.7.3 |

|Nonverbal and verbal messages |Ask questions that clarify partial understanding. |

|Conclusions and inferences |Restate or paraphrase to check understanding. |

| |Define, identify or recognize nonverbal messages. |

| |Make inferences or draw conclusions. |

| |Cite evidence or examples from oral report to support conclusion or inferences. |

|5.7.4,5.7.5,5.7.6, 5.7.13 | |

| |5.7.4,5.7.5, 5.7.6, 5.7.13 |

|Oral presentations | |

|Speaking strategies |Select or identify interest or topic considering audience and purpose. |

| |Develop supports for topic; develop logical argument; cite evidence, supports and/or examples. |

| |Apply speaking strategies to add meaning to words |

| |Volume |

| |Phrasing |

|5.7.9,5.7.10,5.7.11, 5.7.15 |Timing |

| |Gestures (nonverbals) |

|Narrative, descriptive, and informative presentations |Organizational structures to support meaning (handouts, charts, graph, sequence of information) |

|Literature responses | |

| |5.7.9,5.7.10,5.7.11,5.7.15 |

| | |

| |Deliver narrative, descriptive, informational presentations, and responses to literature that contain|

| |a focus, a structure appropriate to the purpose, and supporting details or evidence. |

| | |

| | |

| | |

|Key Vocabulary |

|Perspective |

|Volume |

|Phrasing |

|Timing |

|English Language Arts Teaching Models and Suggested supplementary materials may include: |

• Making Meaning Comprehension Curriculum and/or Harcourt Reading Collections and resources

• Oxford/Sadlier Vocabulary

• Four Blocks Resources

• Wilson Reading Resources

• Compass Odyssey

• Indiana State Standards ELA Resources: Curriculum Frameworks

• Becoming a Writer

• Write Source

|English Language Arts Academic Milestones to be achieved by all fifth graders by the end of the current school year: |

• 80% accuracy on HB Reading/Writing Performance Assessment/Making Meaning Assessment Record Book.

• Achieve targeted RIT score on Fall and Spring NWEA test.

• Earn minimum rubric scores of 4 in Ideas and Content, Organization, Style and Voice and a score of 3 in Language Conventions as measure by the MCAS Writing Rubric.

• Write a 500 word essay.

NOTE TO THE TEACHER:

• The quarter in which a standard is listed is when this standard is EMPHASIZED. It is assumed these standards will be taught throughout the school year.

|Time- |Content/Performance Standard Indicators Addressed |Assessment Suggestions |

|frame | | |

|On-going: |5.1.1 Read aloud grade-level-appropriate narrative text and expository text fluently |HB Quarterly Reading/Writing Performance Assessment |

|Review each |and accurately, with appropriate timing, changes in voice, and expression. |Making Meaning Assessment Records |

|Quarter |5.1.6 Understand unknown words by using word, sentence, and paragraph clues to |Teacher Observations/Anecdotal Records |

| |determine meaning. | |

| |Draw inferences, conclusions, or generalizations about text and support them with textual evidences and prior knowledge. |Daily Assignments |

| |Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary|Daily Oral Language |

| |forms chosen by an author for a specific purpose |Vocabulary/Spelling Tests |

| |Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or |Student self- selected reading records |

| |stated directly. |Accelerated Reading Records |

| |5.3.7 Evaluate the author’s use of various techniques to influence |STAR Test |

| |readers’ perspectives. |Curriculum Frameworks |

| |5.3.8 Identify the speaker or narrator in a selection and tell whether the speaker or |United Streaming Assignment builder and quiz builder |

| |narrator is a character involved in a story. | |

| |Use common organizational structures for providing information in writing, such as chronological order, cause-and-effect, or |Responding to Literature |

| |similarity and difference, and posing and answering a question. |Narrative, Descriptive, and Expository Writing |

| |Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of |Journal Writing |

| |corrections of specific errors. |Summary Writing |

| |Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and | |

| |sentences. |Oral Presentations |

| |5.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate. | |

| |Write summaries that contain the main ideas of the reading selection and the most significant details. |Compass Odyssey Learning Paths created using Indiana State Standards |

| |5.7.2 Interpret a speaker’s verbal and nonverbal message, purposes, and perspectives. | |

| |5.7.3 Make inferences or draw conclusions based on an oral report. |Timed Quarterly Writing Assessments |

| | |NWEA Fall and Spring Assessments |

Bank Day: Data Analysis/Evaluation of Assessments Highlighted items: “Power/Critical Standard Indicators”

|Time-frame |Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources |Assessment Suggestions |

| | |And Teaching Models | |

|First Quarter |5.1.3 Understand and explain frequently used synonyms, antonyms, and homographs. | |Compass Learning Odyssey Learning |

| |5.1.5 Understand and explain the figurative use of words in similes and metaphors. | |Path …pre and post tests. |

| |Use the features of information texts, such as formats, graphics, diagrams, | |Quarterly District-wide writing |

| |illustrations, charts, maps and organization, to find information and support | |assessments. |

| |understanding. |Bank Day: Data |NWEA Fall Assessment |

| |5.2.2 Analyze text that is organized in sequential or chronological order. |Analysis/Evaluation of | |

| |Recognize main ideas presented in texts, identifying and assessing evidence |Assessments |HB Reading/Writing Performance |

| |that supports those ideas. | |Assessments |

| |Discuss ideas for writing, keep a list or notebook of ideas, and use graphic | |Making Meaning Assessments |

| |organizers to plan writing. |Reading: |Teacher Observations/Anecdotal |

| |Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. |Making Meaning (MM) Units 1& 2 |Records |

| |Create simple documents using a computer and employing organizational features, |HB Holistic Assessment Reading | |

| |such as passwords, entry and pull-down menus, word searches, the thesaurus, and |Theme 4 |Daily Assignments |

| |spell checks. | |Daily Oral Language |

| |5.4.7 Use a thesaurus to identify alternative word choices and meanings. | |Vocabulary/Spelling Tests |

| |5.4.8 Review, evaluate, and revise writing for meaning and clarity. | |Student self- selected reading |

| |5.5.1 Write narratives (stories) that: establish a plot, point of view, setting, and conflict; show, rather than tell, the | |records |

| |events of the story. | |Accelerated Reading Records |

| |5.5.5 Use varied word choices to make writing interesting. |Writing/Language Arts: |STAR Test |

| |5.6.8 Use simple sentences (Dr Vincent Stone is my dentist.) and compound sentences |Narrative Writing Assessment |Curriculum Frameworks |

| |(His assistant cleans my teeth, and Dr. Stone checks for cavities.) in writing. |Theme 4 from HB correlates well | |

| |5.6.6 Use correct capitalization. |with MM and writing assessment. | |

| |Spell roots or bases of words, prefixes, suffixes, contractions and syllable |Write Source |Responding to Literature |

| |constructions correctly. |Being A Writer |Journal Writing |

| |5.7.1 Ask questions that seek information not already discussed. | |Summary Writing |

| |5.7.5 Clarify and support spoken ideas with evidence and examples. | | |

| |5.7.9 Deliver narrative presentations that: | |Oral Presentations |

| |establish a situation, plot, point of view, and setting with descriptive words and phrases; | | |

| |show, rather than tell, the listener what happens. | | |

| |Deliver oral responses to literature that: | | |

| |Summarize important events and details. | | |

| |Demonstrates and understanding of several ideas or images communicated by the literary work. | | |

| |Use examples from work to support conclusions. | | |

* Bank Day: Data Analysis/Evaluation of Assessments Highlighted Items: “Power/Critical Standard Indicators”

|Time-frame |Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And |Assessment Suggestions |

| | |Teaching Models | |

|Second Quarter|5.1.2 Use word origins to determine the meaning of unknown words. | |Compass Learning Odyssey Learning Path |

| |5.2.5 Distinguish among facts, supported inferences, and opinions in text. |Bank Day: Data Analysis/Evaluation of |…pre and post tests. |

| |5.3.3 Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance|Assessments |Quarterly District-wide writing |

| |of the contrasts to the plot or theme. | |assessments. |

| |Describe the function and effect of common literary devices, such as | |HB Reading/Writing Performance |

| |imagery, metaphor, and symbolism. |Reading: |Assessments |

| |5.3.8 Identify the speaker or narrator in a selection and tell whether the speaker or narrator is a character |Making Meaning (MM) Units 3 & 4 |Making Meaning Assessments |

| |involved in the story. |HB Holistic Assessment Reading Theme 1 |Teacher Observations/Anecdotal Records |

| |5.5.2 Write responses to literature that: | | |

| |demonstrate an understanding of a literary work; | |Daily Assignments |

| |support judgments through references to the text and to prior knowledge; and develop interpretations that exhibit | |Daily Oral Language |

| |careful reading and understanding. | |Vocabulary/Spelling Tests |

| |5.5.4 Write persuasive letters or compositions that: state a clear position in support of a proposal; support a | |Student self- selected reading records |

| |position with relevant evidence and effective emotional appeals; follow a simple organizational pattern, with the most|Writing/Language Arts: |Accelerated Reading Records |

| |appealing statements first and the last powerful ones last; address reader concerns. |Persuasive Writing Assessment |STAR Test |

| |5.6.2 Use transitions and conjunctions to connect ideas. |Theme 1 from HB correlates well with MM and |Curriculum Frameworks |

| |5.6.3 Identify and correctly use appropriate tense for verbs that are often |writing assessment. | |

| |misused. |Write Source | |

| |5.6.4 Identify and correctly use modifiers and pronouns. |Being A Writer |Responding to Literature |

| |Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a | |Journal Writing |

| |speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for | |Summary Writing |

| |transitions. | | |

| |Identify, analyze, and critique persuasive techniques, including promises, dares, flattery, and generalities; identify| |Oral Presentations |

| |faulty reasoning used in oral presentations and media messages. | | |

* Bank Day: Data Analysis/Evaluation of Assessments

Highlighted items: “Power/Critical Standards”

|Time-frame |Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources |Assessment |

| | |And Teaching Models | |

|Third quarter |Know less common roots and word parts from Greek and Latin and use this knowledge to analyze the meaning of complex words. | |Compass Learning Odyssey Learning Path |

| |Use note-taking skills. | |…pre and post tests. |

| |5.3.2 Identify the main problem or conflict of the plot, and explain how it is resolved. |Bank Day: Data Analysis/Evaluation|Quarterly District-wide writing |

| |5.4.3 Write informational pieces with multiple paragraphs. |of Assessments |assessments. |

| |5.5.3 Write research reports about important ideas, issues, or events by using the following guidelines: Frame questions that| |HB Reading/Writing Performance |

| |direct the investigation; establish a main idea or topic; develop the topic with simple facts, details, examples, and | |Assessments |

| |explanations; use a variety of information sources, including firsthand interviews, reference materials, & electronic |Reading: |Making Meaning Assessments |

| |resources, to locate information for the report. |Making Meaning (MM) Units 5& 6 |Teacher Observations/Anecdotal Records |

| |5.2.6 Follow multiple-step instructions in a basic technical manual. |HB Holistic Assessment Reading | |

| |Identify and correctly use prepositional phrases, appositives, main |Theme 3 |Daily Assignments |

| |clauses, and subordinate clauses. | |Daily Oral Language |

| |5.7.4 Select a focus, organizational structure, and point of view for an oral | |Vocabulary/Spelling Tests |

| |presentation. | |Student self- selected reading records |

| |5.7.6 Use volume, phrasing, timing, and gestures appropriately to enhance | |Accelerated Reading Records |

| |meaning. | |STAR Test |

| |5.7.13 Emphasize points in ways that help the listener or viewer follow |Writing/Language Arts: |Curriculum Frameworks |

| |important ideas and concepts. |Narrative (Descriptive) Writing |Responding to Literature |

| |5.7.15 Make descriptive presentations that use concrete sensory details to |Assessment |Journal Writing |

| |set forth and support unified impressions of people, places, things, or |Theme 3 from HB correlates well |Summary Writing |

| |experiences. |with MM and writing assessment. |Oral Presentations |

| |5.7.10 Deliver informative presentations about an important idea, issue, or |Write Source | |

| |event by the following means: frame questions to direct the |Being A Writer | |

| |investigation; establish a controlling idea or topic. | | |

* Bank Day: Data Analysis/Evaluation of Assessments Highlighted items: “Power/Critical Standard Indicators”

|Time-frame |Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And |Assessment Suggestions |

| | |Teaching Models | |

|Fourth Quarter|5.3.6 Evaluate the meaning of patterns and symbols that are found in myth and tradition by using literature from| |Compass Learning Odyssey Learning Path …pre |

| |different eras and cultures. | |and post tests. |

| |5.4.4 Use organizational features of printed text, such as citations, endnotes, and bibliographic references,|Bank Day: Data Analysis/Evaluation of |Quarterly District-wide writing assessments. |

| |to locate relevant information. |Assessments |NWEA Spring Assessment |

| |Analyze media as sources for information, entertainment, persuasion, | | |

| |interpretation of events, and transmission of culture. | |HB Reading/Writing Performance Assessments |

| |Give precise directions and instructions. |Reading: |Making Meaning Assessments |

| |Identify claims in different kinds of text (print, image, multimedia) and evaluate evidence used to support |Making Meaning (MM) Units 7 |Teacher Observations/Anecdotal Records |

| |these claims. |HB Holistic Assessment Reading Theme 1 | |

| | | |Daily Assignments |

| | | |Daily Oral Language |

| | | |Vocabulary/Spelling Tests |

| | | |Student self- selected reading records |

| | | |Accelerated Reading Records |

| | |Writing/Language Arts: |STAR Test |

| | |Expository Writing Assessment before |Curriculum Frameworks |

| | |Theme 5 from HB correlates well with MM |Responding to Literature |

| | |and writing assessment. |Journal Writing |

| | |Write Source |Summary Writing |

| | |Being A Writer |Oral Presentations |

* Bank Day: Data Analysis/Evaluation of Assessments Highlighted items: “Power/Critical Standard Indicators

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download